y And Students’ Classroom Satisfaction In Cluster 2 Schools, Davao City

Abstract

The study of teachers’ learning assessment capability sought to measure students’ classroom satisfaction. The study's respondents were the secondary school teachers in Cluster 2 Schools in Davao City Division, and the 176 junior high school students were selected as the study's respondents. A stratified random sampling technique was utilized to select the respondents. A non-experimental quantitative research design using a descriptive-correlational method was employed. The data collected were subjected to the following statistical tools: Mean, Pearson Moment Product Correlation, and multiple linear regression analysis. Findings revealed that teachers’ learning assessment capability and students’ classroom satisfaction were described as extensive. Further, correlation analysis demonstrated a positive significant relationship between teachers’ learning assessment capability and students’ classroom satisfaction. Regression analysis proved that teachers’ learning assessment capability in terms of attitude towards authentic assessment was a significant predictor of students’ classroom satisfaction in Cluster 2 Schools in Davao City. In other words, teachers’ learning assessment capability influences students’ satisfaction with the virtual learning environment. However, the researcher recommends further analyzing the factors affecting the students’ classroom satisfaction since teachers’ learning assessment capability only contributed 43.00 percent to the total variability.